Original Research by School Decision on New Roots Charter School
New Roots Charter School is a small high school district in Ithaca, enrolling students in grades nine through twelve, with an enrollment under two hundred. It is notable in Tompkins County's school landscape for its use of a Montessori-inspired, multi-age classroom model in which students progress through course material based on demonstrated mastery rather than age or grade placement, allowing each student to work at their own pace. This pedagogical structure is foundational to how the school operates and shapes the daily experience for families who choose it.
The school's student body is predominantly white, with smaller numbers of students from Black, Asian, Hispanic, and multiracial backgrounds, along with one student identifying as Native Hawaiian or Pacific Islander. Data on free-or-reduced-price-lunch status, special education enrollment, and English learner population were not available, so a parent may want to ask the school directly about the economic and learning-support profile of the student body.
State assessment proficiency data and a four-year graduation rate were not reported, which is typical for smaller charter schools and alternative educational settings where data collection and reporting sometimes differ from traditional public school districts. A parent interested in academic outcomes should request information directly from the school about how students perform on assessments and how graduates fare in college and career pathways.
One immediate observation from the available data is chronic absenteeism. The school's rate is notably higher than the median among Tompkins County's districts. This may reflect challenges in attendance and engagement, or may relate to the alternative and student-paced nature of the school's model, where absence patterns might differ from traditional settings. A parent may want to look into this further with the school to understand whether this reflects broader attendance challenges or a reporting difference tied to the school's structure.
Per-pupil spending is in the lower range compared with other county districts, though the school's size and operational model likely account for some of that difference.
The school recently underwent significant structural change. In the 2025-26 school year, it expanded from serving only high school students to include a new middle school program in grades six through eight, enrolling a separate cohort of students in mixed-age classrooms. This expansion reflects the school's growing enrollment and represents a lasting shift in who the school serves. That same year, the State University of New York awarded New Roots a fifth charter term without conditions, resolving years of fiscal and regulatory strain that had previously placed the school on probation. This resolution signals stability and ongoing authorization to operate, which may reassure families about the school's continuity.
For families drawn to alternative pedagogy, student-paced learning, and a small, intimate school community, New Roots offers a distinct educational pathway. The multi-age, mastery-based model is not standard and appeals to students who thrive with autonomy and personalized progression. The school's recent charter renewal and expansion into middle grades suggest organizational recovery and renewed institutional confidence. A prospective family should speak directly with the school about attendance expectations, academic supports for students who struggle, and how the school measures and reports learning outcomes, given that state proficiency and graduation data are not available through standard public reporting channels.
See more original research from School Decision →